TEACHING PERMACULTURE ETHICS AND DESIGN PRINCIPLES IN THE ELEMENTARY SCHOOL

LESSON 1 (Part 1) Time: 1 hour

Objectives: Students will explore their connection with the natural world Students will understand the concept of permaculture ethics

Suitability: Grades 4-7

Materials needed: The Man Who Planted Trees by Jean Giono (book) or video (https://www.youtube.com/watch?v=aY_zuNtf3_g)

Chart paper, pens, markers

FRAMEWORK: Permaculture (permanent agriculture) is not simply a new way to garden. Instead permaculture is the thoughtful design and maintenance of agriculture which mimics patterns and relationships found in natural ecosystems. Generally, a healthy natural ecosystem, such as a forest ecosystem, demonstrates a high level of diversity, stability, and resilience. Thus the goal of permaculture is to create agriculturally productive ecosystems. It is the harmonious integration of the lithosphere, hydrosphere, atmosphere and biosphere where people work with nature to provide food, energy, shelter, and other material and non-material needs in a sustainable way.Permaculture design is a system of bringing together ideas, material and strategies in patterns which function to benefit life in all its forms. Its philosophy is one of working in a regenerative way with, rather than trying to conquer, nature; of extensive and thoughtful observation, rather than lengthy and thoughtless actions to control; of considering systems in all their functions, rather than expecting only one yield of them; and of allowing systems to demonstrate their own evolutions.Permaculture is based on three ethical principles:

1.Care of the Earth – to care for and nurture all life supporting systems and assist in the regeneration of natural capital.

2.Care of People – to look after self, kin and community by meeting their needs in compassionate and simple ways.3.Fair Share – by governing our own needs and setting limits to our consumption and reproduction we can redistribute surplus and share with “others” which furthers the preceding principles.

Teaching an introduction to permaculture ethics and design to students is important because students have a right to learn about a way of viewing the world that focuses on the big picture of living in sustainable ways on Earth. It provides students with opportunities to explore the ethics of living on this planet, their role in taking responsibility for their own existence and for other living things, the principle of cooperation within systems which is essential to support life, and to begin to understand how design, when considered carefully and holistically, can benefit rather than do harm to life systems.

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Suggested Procedures:

Read “The Man who Planted Trees” or view movie. Distribute chart paper with questions to groups of 4. Students work together discussing and responding to questions.

1. What made M. Bouffier want to plant trees? (Possible responses – he wanted to bring back life to the region he lived in, he was restoring the natural ecosystem, he felt a sense of happiness)

2. What kind of a person was he? (Possible responses – kind, generous, compassionate, caring, helpful, quiet, observant, thoughtful)

3. What skills and knowledge did he have? (Possible responses – he was able to separate healthy and unhealthy seeds to ensure strongest growth, he knew how to plant seeds, he had knowledge of water sources, he knew about different trees and where to plant them, he knew that planting a forest would lead to regeneration of the ecosystem, he knew about sheep and bees, he was self-sufficient)

4. How did he help the earth, how did he help people? (Possible responses – planting trees stabilized the earth, restored nutrients and brought water back so that other living things could thrive. With water and soil people could return and become farmers and re-establish communities. His work restored beauty to the area and happiness to people.)

To conclude this activity bring the whole group together and spend a few minutes brainstorming key words reflecting the theme. Tell students that they will share their responses next lesson.

Options: Grade 7 students could respond to the questions in a World Cafe format.

LESSON 1: Part 1 (Alternative for Grades K-3) Time: 30 minutes

Read “Wangari’s Trees of Peace” by Jeanette Winter. As you are reading pause for the students to visually record what they are hearing (see attached template). Suggestions: (1) What Kenya looked like when she was a child (2) What Kenya looked like when she returned (3) Planting trees (4) Jail (5) Diversity returns (6) Greening of Africa

Talk about how the world was a better place because of what Wangari did.

LESSON 1 (Part 2) Time: 45 minutes

Objectives and Framework (see Part 1)

Materials needed: Paper, scissors, magazines, responses from Part 1

Have the questions and responses from Part 1 of the lesson displayed around the room. Put the words PERMACULTURE ETHICS on the board.

Grades 4 – 7: Lead a whole group discussion of questions from Part 1. Explain that Permaculture Ethics is how we care for each other and the earth, linking this to “The Man Who Planted Trees.”Read “Wangari’s Trees of Peace.” Wangari also planted trees to heal the earth and foster community. Brainstorm other ways of caring for the earth and caring for people.

Activity: Complete a T-Chart (Headings Care of Earth, Care of People) Or do a class mural, cutting pictures from magazines to illustrate Care of Earth e.g. Recycling, gardening,

walking, planting trees and Care of People e.g. giving, sharing, nurturing, community activities.

Grades K – 3 Print words PERMACULTURE ETHICS on the board. Review the book “Wangari’s Trees of Peace and lead a discussion about caring for the earth and caring for people. Brainstorm ways of caring for the earth and caring for people. Explain that this is the meaning of Permaculture Ethics.

Activity: Do a class mural (see above)

Options/Extensions: Grades 6 and 7 could explore the word Ethics using a Place Mat Activity (Beyond Monet: The artful science of instructional integration by Barrie Bennett and Carol Rolheiser). Older students could also do research into Wangari’s life.

LESSON 2 (Part 1) Time: I hour Suitability: Grades K-7

Objectives: Students will understand the difference between needs and wants Students will understand the Permaculture Ethic of Fair Share Students will demonstrate awareness of areas in their community where fair share is being practised

Framework: (see Lesson 1 for background to Permaculture Ethics) In order to have an understanding of Fair Share students need to understand the difference between wants and needs. Needs are universal, wants are individual. e.g Does everyone on earth need video games? No, but everyone on earth has a need for fun and play. Likewise cars meet the need for transportation, computers meet the need for communication and entertainment.

Materials needed: Set of picture cards (e.g. For NEEDS pictures of food, water, sleep, play, community, friends, learning, skills. For WANTS pictures of money, a computer, cake)

Chart paper, markers

Suggested procedures:

Distribute one picture card to each student. Divide the classroom board into two sections, NEEDS and WANTS. The students decide on which side their card belongs and take it in turns to place their card in the appropriate place. Discuss the difference between wants and needs. During the discussion students may want to move where they have placed their card.

Ask the question: “What do you do when you have more than you need?”

In small groups of 4 students brainstorm this idea through these two case studies:

(A) Ms. Green has thinned out her forest by cutting down 4 medium sized trees. She is wondering what she will do with this abundance of wood. She’s thinking of leaving them in the forest. What other things could she do with these trees?

(B) One day Sam looks in his toy chest that is overflowing with toys. Some of these toys he hasn’t played with for a long time but they are all in good condition. He realizes that he has more than he needs. What do you think he could do?

To conclude bring the whole group back together to discuss the case studies. Connect their ideas to the Permaculture concept of Fair Share and where in the community fair share is being practised (e.g. Public Library, Service Clubs, Food Bank when excess garden products are being shared, Recycling Depot.)

Options: Introduce Maslow’s Hierarchy of Needs to Grades 6 and 7

LESSON 2 (Part 2) Estimated time: 30 minutes

As a supplementary activity to Part 1 the Inuit story “Tiggak” could be told. (Taken from The Giving Heart, Folktales for Exploring Generosity by Margo McLoughlin)

There was a man named Tiggak whose only son drowned in the sea. And such a powerful grief came to the old man that he set up his hut right next to his son’s grave. The very first night he was awakened by noises. An ice-bear, a walrus, and a fox were busy removing the stones from the grave. Tiggak was furious and threatened them with his spear.“But how do you think that we get our teeth?” said the fox.“How do you think that we got our whiskers?” the walrus said.“We must perforce steal from the dead,” declared the ice-bear. Whereupon Tiggak allowed them to take whatever they wanted from his son. The grateful animals repaid his kindness many times over, for there wasn’t a day after that when he didn’t have good hunting.

The students could be invited to reflect on what is hard and what is easy for them to share. They could tell a story or dramatize a situation when they were asked to share something precious.

Options/Extensions: Explore the First Nations potlatch tradition

LESSON 3 – Grades 1 - 7 Estimated Time: 2 sessions of 60 minutes

Objectives: Students will understand the background behind Permaculture Students will increase awareness of the 12 Design Principles of Permaculture

Framework: Who is Bill Mollison?Bill Mollison founded and developed the Permaculture concept. He was born in a remote fishing village in Tasmania. From childhood he developed survival skills in the wildest of lands and at sea. He has been passionately devoted to the study of Earth care: first as a scientist, naturalist, and university professor, then as a vigorous campaigner against environmental and social exploitation. In 1974 he and David Holmgren developed the science of Permaculture as a proactive means to restore nature’s balance. This collaboration led to the publication of Permaculture One. Since leaving the University of Tasmania in 1978 Bill has devoted all his energies to furthering the system of permaculture and spreading the idea and principles worldwide. He has taught thousands of students, and has contributed many articles, curricula, reports, and recommendations for farm projects, urban clusters and local governments. In his extensive travels he has witnessed the devastation results of environmental degradation and has implemented solutions for people and the land wherever possible. In 1981 Bill received the Right Livelihood Avard (Alternative Nobel Prize) for his work in environmental design. He is the founder of the original Permaculture Institute, established in 1979 to teach the practical design of sustainable soil, water, plant, and legal and economic systems to students worldwide. His life has been devoted to successfully building a worldwide permaculture movement from back porch to bio-region.

Excerpts from: https://www.tagari.com/bills_journal and http://www.networkearth.org/perma/defined.html#Mollison

The 12 Design Principles of Permaculture

1. Observe and InteractThoughtfully observe what is. Observe relationships. Ask, “What am I seeing, hearing, smelling, touching, tasting? What am I not sensing and why?” This information is critical for the development of effective, harmonious design.

2. Catch and store energy Energy can be collected and stored over time (i.e. Sunlight converted to heat or electrical energy; water used for plant growth or the produce power; save seeds for planting for the next harvest.) This energy can then be released immediately, at a later time when needed, and shared with others.

3. Obtain a yield Meet your needs within a small ecological footprint, and share the abundance. Look at obtaining a yield in terms of how many different functions can be achieved that benefit all living things in the system.

4. Apply self-regulation and accept feedback The earth has physical limits that we need to understand and apply to our consumption and reproduction

rates. This means we must be self-responsible for what we take from the earth. Giving back to nature is important so we don’t exceed nature’s limits. Being conscious of nature’s feedback tells us something about our actions and what we can do to act with earth care in mind.

5. Use and value renewable resources and services Renewable resources and services are clean (they produce low or no pollution) and they do not harm the environment. They are of great value in shifting from our dependence on fossil fuels. We must be careful to use them only at a rate at which they are naturally formed.

6. Produce no waste There is no such thing as waste. Follow the Rs – refuse, reduce, reuse, repair and recycle. Rather than a linear production system move to a closed loop system where everything can be put into another production loop (i.e. food scraps to compost to garden to food to food scraps.)

7. Design from patterns to details There are a number of patterns that appear in nature over and over again. Knowing these patterns we can see them in the Big Picture as well as in the small details. Understanding these patterns helps us develop good permaculture designs.

8. Integrate rather than segregate Working in collaboration and putting things together often results in multiplying the benefit whereas doing work separately uses more effort and yields fewer benefits.

9. Small and slow solutions Start at a basic level with a small footprint, make thoughtful observations and read nature’s feedback, decide Then what changes may be needed as you learn the relationships in the system.

10. Use and value diversity Having a large variety of functioning connections in a system there is more support for the system to thrive and be resilient.

11. Use edges and value the margins It is at the edges that we see diversity peak – “it is where the action is”. It is the space where the intermingling of different groups occurs. These groups often share some commonalities and support each other.

12. Creatively use and respond to change Change is a given. Ask yourself how you react to change. Often one’s response varies between a positive or progressive action to a negative or feeling of frustration where one thinks of giving up or doing nothing. Try to accept how you are feeling, then turn the page. When change happens make the most of it And use it for your benefit (i.e. food goes bad, compost it.)

Remember all 12 principles can be used in all aspects of life and society, not just gardening. How might some of these principles be evident in your life now?

Materials Needed:

Poster of the 12 Design Principles

Suggested Procedures: Grades 1 - 7

Talk about the work of Bill Mollison (see Framework). Introduce the first 6 principles and discuss (a Powerpoint with illustrations is helpful). Following the discussion students draw a symbol to go with each principle. If necessary review examples of criteria for a symbol. At next session repeat with next 6 principles.

LESSON 4 AND 5

Objectives: Students will develop their understanding of the 12 Design Principles

Framework (see Lesson 3)

Materials needed: Individual “passports”, drawing materialsMagnifiers (Stations 1 and 10)Microscopes (stations 2 and 12)Corn, bean and squash seeds, planting medium, paper cups, memory game cards (Station 3)Ball of yarn (Station 4)Design patterns laminated on cards (Station 7)String (Station 10)Laminated picture of an ocean meeting a beach (west coast or appropriate to area) (Station 11)Nurse Log (Station 12)

Suggested Procedures: (Grades K – 7) Estimated time: 20 minutes for each station.

Teachers set up the following 12 stations to guide students through to an understanding of the 12 Design Principles of Permaculture. The stations could be introduced as an adventure trail or a journey with a passport into Permaculture. After completion of each station “passports” could be stamped or signed. These activities are designed for a forest setting but could be adapted to other natural settings.

STATION 1 – Design Principle: Observe and InteractIn the forest, within a certain boundary students observe something living, make a selection, draw what they observe using magnifiers to add details. The emphasis here is on careful observation and detailed drawing (including labeling and writing for older students). As a focusing activity before starting students could be led through a review of the senses: sharing favourite Spring smells, using “deer ears” to amplify sound, rubbing hands together to feel heat.

STATION 2 – Design Principle: Catch and Store EnergyStudents gather around a green plant in the forest. The teacher (or volunteer expert) explains the process of photosynthesis, students and leader draw the cycle.

Then students act out the process as a role play using the sun, plant, water, carbon dioxide, oxygen and sugars as characters.

Having a microscope available for close up view of leaf adds to the experience.

STATION 3 – Design Principle: Obtain a YieldTeacher or volunteer tells a story about the 3 sisters

Once upon a time there were three sisters who lived together in a field. These sisters were quite different from one another in their size, shape and way of dressing. One of the three was a little sister, so young that she could only crawl at first, and if she wanted to stand up she had to twine herself around her eldest sister. This sister wore velvet green with delicate tendril ribbons. The second of the three sisters, wore a frock of bright yellow and had a way of running off across the field when the sun shone and the soft wind blew in her face. The third sister was the eldest. She was always standing very straight and tall above the other sisters trying to guard them. There was only one way in which the three sisters were alike. They loved one another very much and were never separated. They were sure that they wouldn’t be able to live apart. After a while, a stranger came to the sister’s field. It was a little Iroquois boy. He was as straight as an arrow and as fearless as the eagle that circled his head far above in the sky. He knew the way of talking to the birds and the small brothers of the earth, the mouse, the groundhog, the chipmunk, squirrel and fox. The three sisters were very interested in this little Iroquois boy. They watched him fit his arrow in his bow, saw him carve a bowl with his knife and wondered where he went at night. Late that summer, the youngest sister in green velvet who couldn’t stand up without the help of her big sister, disappeared. Her sisters mourned for her until the fall, but she did not return. Once again the little Iroquois boy came to the three sister’s field. He came to gather reeds at the edge of the nearby stream to make arrow shafts. The two sisters who were left watched him and gazed at him with wonder at the prints of his moccasins marking his trail to the field. That night the second of the sisters disappeared. This time it was the sister who dressed in brilliant yellow and always wanted to run off across the field. She left no mark of her going but it may have been that she set her feet in the moccasin tracks of the little Iroquois boy. Now there was only one sister left. Tall and straight she stood in the field not once bowing her head with sorrow, but it seemed to her that she could not bear to live in her field alone. The days grew shorter and the night grew colder. Her green shawl faded and grew thin and old. Her hair once long and golden was now brown and tangled by the wind. Day and night she sighed for her sisters to return to her, but they did not hear her. Her voice when she tried to call them was low and sad like the wind. But one day when it was the season of the final harvest, the little Iroquois boy heard the crying of the third sister. He felt sorry for her so he took her in his arms and carried her to the lodge of his father and mother. Oh what a surprise awaited her! Her two lost sisters were there in the lodge of the little Iroquois boy, safe and very glad to see her. They had been curious about the boy and they had gone home with him to see how and where he lived. They had liked his warm longhouse so well that they decided to stay there for the cold winter. And they were doing all they could to be useful. The little sister in green, now quite grown up, was helping to keep the dinner pot full. The sister in yellow sat on the shelf drying herself for she planned to fill the dinner pot later. The third sister joined them, ready to grind some meal for the Iroquois family’s bread. Ever since then the three sisters spend their spring and summers in the field together, and their winters in the longhouse, helping to feed the family of the little Iroquois boy. And the three have never been separated since. Every child of today should know these three sisters and need them just as much as the little Iroquois boy did. The little sister is the bean who needs the eldest sister to keep her from crawling along the ground. The second sister is the squash, who has bright yellow flowers and tends to run away across the field. The eldest sister is the corn. Her kernels can be dried and ground up to make flour for bread. When the corn beans and squash are eaten, they provide a very nutritious meal with everything a person needs to be healthy.

“The Native American story of the Three Sisters varies from tribe to tribe. This version of the story most likely stems from an oral account by Lois Thomas of Cornwall Island, compiled by students at Centennial College and found in Indian Legends of Eastern Canada." For more information see http://www.birdclan.org/threesisters.htm Source: http://foodmiles.saskorganic.com/sites/foodmiles.saskorganic.com/resources/ELEMENTARY_YEARS.pdf

After listening to the story students make observations about corn, bean and squash seeds and draw and label the 3 sisters. Pictures of the plants are helpful. (Optional activity: plant a seed in a paper cup or play a memory game using pictures ofdifferent varieties of squash from seed catalogues.)

STATION 4 – Design Principle: Apply Self-Regulation and Accept FeedbackCreate a web of life ecosystem using examples of plants and animals in the immediate area. (See: Sharing Nature with Children by Joseph Cornell). The teacher or volunteer is the sun holdinga ball of yarn. The teacher throws the ball to a student represents a plant to which the sun gives energy. The plant then throws the ball to an animal that depends on the plant for nutrientsand energy. Continue in this way to include all the students. The web illustrates the independency of living things. What happens when inappropriate decisions are made e.g poisons are introduced?

Grades K – 4 students draw a simple web in their “passport”, Grades 5 – 7 add more details.

Extension: Grades 6 and 7 could explore the concept of a feedback loop. Resources:

http://dnr.wi.gov/org/caer/ce/eek/teacher/invasivesguide/Web%20of%20Life.pdf

STATION 5 – Design Principle: Use and Value Renewable Resources and ServicesStudents engage in a craft activity using natural materials e.g weaving, making a bracelet, creating a mosaic, making a mobile, creating a natural work of art inspired by the work of Andy Galsworthy, Chris Drury, Richard Long, or Marc Pouyet.

Students draw a sketch of what they made in their “passports”.

Extension: Explore creating artifacts with natural materials.

STATION 6 – Design Principle: Produce No WasteTeacher/Volunteer asks children to look around in the forest and asks if they see any waste.Then ask what is cleaning up the waste in the forest. Point out examples of decomposers in the

forest, describe and illustrate the process. Use books from school or public library to illustrate plant and animal decomposers, bacteria and fungi.

Students draw 2 examples of decomposers in their “passports”. (Reference: “Life In a Bucket of Soil” by Alvin and Virginia Silverstein)

STATION 7 – Design Principle: Design from Patterns to Details.Show students the different patterns on laminated cards. In pairs students pick a pattern a do asearch to find that pattern in nature.

Return to whole group and share. Students draw their pattern and the example from naturethey found.

STATION 8 – Design Principle: Integrate Rather Than SegregateStudents gather around a Cedar Tree. Tell the First Nations story of the origin of the Red

Cedar.

Long ago, when the world was not as it is now, there was a good man who was always helping others. Whenever they needed, he gave; when they wanted he gave them food

and clothing. He showed his people how to find food and how to make shelter. He sharedhis knowledge of making things.

Finally, the good man grew old, and when the Creator saw this, he said, “That man has donehis work. When he dies and where he is buried, a cedar tree will grow and be useful to the people.They will use the roots for baskets, the bark for clothing and the wood for shelter. In this way the Red Cedar came into the world.

Talk about how the First Nations people used the cedar but also tended forest by not taking too much and by giving thanks before they took any part of the tree.

Ask the students: How do we connect with the forest now? How do we use the forest? (building, paper, fuel) How do we give back to the forest? (replanting, setting aside natural areas, watershed protection)

In their passports students can draw 2 uses of the forest and 2 ways of giving back to the forest.

Extensions: Students could engage in writing activities about human connections to outside habitats e.g. Describe your favourite place outside.

Engage the children in sit-spot activities to foster connection/integration with the natural world

Resources: http://indigenousfoundations.arts.ubc.ca/home/culture/cedar.html “Importance of Cedar” - SFU Museum of Archaeology and Ethnology

www.sfu.museum/time/en/videos/13/ 

“Coyote’s Guide to Connecting with Nature” by Jon Young, Ellen Hass, Evan McGown (for description of sit-spot)

Check with the Aboriginal Educator Co-ordinator in your District for a presenter.

STATION 9 – Design Principle: Use Small and Slow SolutionsGather the students in an outdoor teaching area either in the open or at the edge of the forest.Ask students what is the name of the station (design principle), what do they think this means? Help fill any gaps by stating that we are trying to find good solutions for problems and we try to use our observations skills to understand the “whole” problem so that we can come up witha beneficial solution.

Ask students for some examples they know of that might fit this design principle. Usually making soil or re-generating a forest will come up. Have a drawing illustrating the process of soil formation and a small bag of forest debris and another of soil. Emphasize how long it takesto produce soil in nature.

To demonstrate Small and Slow Solutions play the “Human Spaghetti” game. First have the whole group (even number) try to find a solution to the puzzle. Students are in a circle, first theyclasp right hands but not with the person beside them on left or right. Then with their left handthey clasp a different person’s hand. The group must try to untangle itself without letting gohands until they can form a circle again. After a few minutes ask students how they feel about solving this problem, then ask how they might solve the problem differently. (This should leadto forming a smaller group – smaller problem.) Have the students form into smaller groupsand try the game again. Discuss how this was different from the first time.

Have the students record in their passports two examples of Small and Slow solutions and (forolder students) two reasons why this is a good design principle to have.

Extension: Engage in a community situation where small and slow solutions are being used.e.g. restoring a stream habitat.Engage in Journal writing about slow and small solutions to ecological issues.

STATION 10 – Design Principle: Use and Value DiversityGive the students a metre length of string and ask them to place it on the forest floor and go on a “micro hike” (See Joseph Cornell’s “Sharing Nature with Children”). Use magnifiers. Students map what they see and label what they know. Teacher/volunteer wraps the activity up with a discussion about the diversity on the forest floor.Ask, “Why is it important to have diversity rather than a monoculture?”

Extension: Explore what a healthy,diverse ecosystem looks like.

STATION 11 – Design Principle: Use Edges and Value the MarginalGather students at a place in the forest. Give a definition of an edge “where 2 or more things meet”. Show a picture of the ocean and the beach as an example of an edge. What do you seewhere the ocean meets the beach? (a rich amount of inter-tidal life). If it was appropriate to yourarea the teacher could show a picture of where a river meets the ocean and the rich life in an estuary.

Students are challenged to find 3 edges in the forest, within a clearly defined boundary. Sketchone edge in their “passports”.

Bring the whole group back and discuss what they found and what was happening at those edgese.g. the edge of a trunk or a leaf.

STATION 12 – Design Principle: Creatively Use and Respond to Change.In the forest gather the students around a nurse log and ask students:“What do we see growing here?”“Who lives here?”“What change happened here?”“How has nature responded to this change?”“Why is this important to the forest?”

Students draw the nurse log in their “passports”. Wrap the discussion up by showing studentshow the forest responds to change by regenerating itself.

If accessible, a microscope adds to the experience with this station.

LESSON 6 – Wrap Up and Final Evaluation

Grades 3 – 7: (Written – template attached)

Write 3 things you have learned about permaculture.What are you wondering, what questions do you still have about permaculture?Give an example of something that we could do at the school to demonstrate the ethics and principles of permaculture?

Grades K – 2 (Oral) Brainstorm the first two questions (above) as a class. Individually students draw something they have learned to contribute to a class display.

APPENDIX:

Permaculture Final Evaluation

Lesson 1 – Template to accompany reading of “Wangari’s Trees of Peace”

Lesson 1 – Permaculture Ethics T-Chart

Write 3 things you have learned about permaculture:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What questions do you still have about permaculture, what are you wondering?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Give an example of something that we could do at the school (or that we are already doing) that demonstrates the ethics and principles of permaculture.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did you like about the Permaculture Passport days?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Wangari’s Trees of Peace by Jeanette Winter

What Kenya looked like as a child

What Kenya Looked like when she returned

Planting Trees Jail

Diversity returns Greening of Africa

PERMACULTURE ETHICS

Care of Earth Care of People